Adopted Anchor & Enrichment Activities

Unit One - Constitution
INTERPRETING GRAPHS: GRAPHS WILL ALLOW STUDENTS TO DETERMINE THE STRENGTH OF THE AMERICAN ECONOMY.
MONEY AND TRADE

These are readings from the Historians' Perspective from the Gilder Lehrman Institute of American History.
Issue No. 7, 2006: The Legal Status of Women, 1776-1830
Issue No. 4, 2005: The Invention of the Fourth of July
Issue No. 11, 2007: Revolutionary Philadelphia
Issue No. 13, 2007: The Constitution
James Madison and the Constitution
Why we the people?
Antifederalists contributions to the Constitution
Washington and the Constitution
Ordinary Americans and the Constitution
Race and the American Constitution

• Debating privacy and the Bill of Rights. "Big Brother" - Assignment created by Cynthia Lonergan

• The Importance of Having a Constitution. A Reading to be used for the skill of summarizing. Students are to read the article and make a summary

of the article by creating five paragraphs that summarize each section of the article. The Importance of Having a Constitution
This article is for Career Prep. Assignment created by Joe Herman.

• George Washington and colonists' teeth: A social history prior to the Constitution. Reading and questions by Maria Vita

• Analyze and compare the writings of John Locke and Thomas Jefferson. Identify main idea and draw modern conclusions. Created by Cynthia Lonergan

• "Rap Music in Iran" ties into Bill of Rights and freedom of speech. Assignment created by Streeter Stuart

INTERPRETING GRAPHS: STUDENTS ARE TO INTERPRET THE DATA TO FORM A HYPOTHESIS ON JEFFERSONIAN AND HAMILTONIAN IDEALS.
GRAPH FOR JEFFERSONIAN VS. HAMILTONIAN IDEALS

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Unit Two - Implementing the Constitution

These are readings from the Historians' Perspective from the Gilder Lehrman Institute of American History.
Issue No. 7, 2006: The Legal Status of Women, 1776-1830
Issue No. 4, 2005: The Invention of the Fourth of July
Issue No. 11, 2007: Revolutionary Philadelphia
Issue No. 13, 2007: The Constitution

• Graphing Westward Expansion.

INTERPRETING GRAPHS: GRAPHS ILLUSTRATING THE NUMBER OF INVENTIONS TO COTTON PRODUCTION.
GRAPHS: INVENTIONS VS. COTTON

• Analyzing and making hypothesis on the effect of the Cotton Gin on westward expansion. Created by Cynthia Lonergan

INTERPRETING GRAPHS: STUDENTS ARE TO INTERPRET THE GRAPHS TO DETERMINE ECONOMIC OPPORTUNITY COSTS.
GRAPH ON TRANS PORTATION COSTS

• Alternate view on the Alamo with questions at end. Created by Lara Paparo

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Unit Three - Antebellum

The articles below are from the Historians' Perspective of the Gilder Lehrman Institute of American History. These articles
can be used individually or collectively for writing and reading assignments.
Issue No. 9, Richard White: Born Modern: An Overview of the West
Issue No. 9, Elliott West: A New Look at the Great Plains
Issue No. 9, John Mack Faragher: The Myth of the Frontier
Issue No. 9, Ned Blackhawk: American Indian Autonomy
Issue No. 9, Virginia Scharff: Women of the West
Uncle Tom's Cabin and the Matter of Influence

The following set of lessons is created by the GISforHistory. This set of lessons combines primary resources with mapping activities.
Slavery in America: Agency of enslaved people

GRAPH INTERPRETATION: STUDENTS ARE TO INTERPRET DATA ON SLVES FROM THE TWO GRAPHS.
GRAPHS: SLAVERY

• "Slave Population in America from 1790-1860" Scatter Plot. Data collected and assembled by Cynthia Lonergan. Template created by Chris Meier.

The Articles below are giving Historians' perspective on the issue of slavery.
The Slave Narratives: A Genre and a Source (Gilder Lehrman Institute of American History)
The Material Culture of Slave Resistance (Gilder Lehrman Institute of American History)
When the Past Speaks to the Present: A Cautionary Tale about Evidence (Gilder Lehrman Institute of American History)

INTERPRETING GRAPHS: INTERPRETING IMMIGRATION GRAPHS 1800-1860
GRAPHS: POPULATION 1800-1860

• Analyzing point of view and political cartoons: "Forcing Slavery Down the Throat of a Free Soiler". Created by Cynthia Lonergan

The following articles are written on the topic of abolition. The articles can be read individually and the students can either list the main ideas or summarize each article. For a more in depth activity the students may read all of the articles and then evaluate the Abolition movement in the Antebellum.

• Antislavery Before the Revolutionary War (Gilder Lehrman Institute of American History)
  Students are to read the article by Sylvia R. Frey. Students are to summarize the main ideas.
• Abolition and Antebellum Reform (Gilder Lehrman Institute of American History)Students are to read the article by Ronald G. Walters. Students are to evaluate the successes of the Antebellum Reform
• "Rachel Weeping for Her Child": Black Women and the Abolition of Slavery (Gilder Lehrman Institute of American History)

Students are to read the article by Margaret Washington

• Angelina and Sarah Grimke: Abolitionist Sisters (Gilder Lehrman Institute of American History)
  Students are to read the article by Carol Berkin.
• Abolition and Religion (Gilder Lehrman Institute of American History)
  Students are to read the article by Robert Abzug.
• Eye on John Brown (Gilder Lehrman Institute of American History)
  Students are to read the article by Steven Mintz.
  
  

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Unit Four - Civil War & Reconstruction

• Analyzing primary sources: Abraham Lincoln's letter to Horace Greeley. Created by Maria Vita

GRAPH INTERPRETATION: Civil War Data
Civil War: Interpreting graphs This article has graphs that can be used to develop graph interpretation skills.

GRAPH INTERPRETATION: MAN POWER
GRAPH: MANPOWER AND RESOURCES

• Letters From the Civil War "I take up my pen." Gilder Lehrman Institute of American History

Letters from the Civil War: The Collection: Slideshow "I take up my pen"
Students are to read and view the slide show. After reading and viewing the slide show, students are to create a letter discussing the main ideas of the presentation.

• Wilberforce, Lincoln, and the Abolition of Slavery Gilder Lehrman Institute of American History

Wilberforce, Lincoln, and the Abolition of Slavery
Students are to summarize the main ideas of the presentation.

• Lincoln and the Emancipation Proclamation (Gilder Lehrman Institute of American Technology)
  Lincoln and the Emancipation Proclamation Students are to view and read each slide of the presentation and then
  write a summary of Lincoln's ideas on slavery.
  
  
• The Reconstruction Amendments: Official Documents of Social History

Reconstruction Amendments: Official Documents as Social History (Gilder Lehrman Institute of American History)
Students are to read the article and write an essay that evaluates the main ideas of the Eric Foner article.

• The life of a soldier: Article from nps.gov and three-level guide developed by Lara Paparo

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Unit Five - Industrialization, Guilded Age, Progressivism & Imperialism**

The following set of lessons is created by the GISforHistory. This set of lessons combines primary resources with mapping activities.
Westward Expansion: The Black Hills: Indian lands


INTERPRETING CHARTS AND GRAPHS: STUDENTS ARE TO ANALYZE THE CHARTS AND THEN DETERMINE THE WHY THE DIFFERENCES IN THE CHARTS.


INTERPRETING GRAPHS:
GRAPH OF ECONOMIC TRENDS 1870 1900
STUDENTS ARE TO ANALYZE THE CHARTS AND THEN DETERMINE THE WHY THE DIFFERENCES IN THE CHARTS.

• Interpreting historical significance in poetry and literature. "The New Colossus", a poem by Emma Lazarus. Created by Cynthia Lonergan

These articles are on Immigration from the Historians' Perspective from the Gilder Lehrman Institute of American History.
Issue No. 12, 1007: The Columbian Exchange: New World vs. Old World
Issue No. 3, 2005: Why Immigration Matters
Issue No. 11, 2007: Ellis Island and New York City

• Spanish-American War reading and assessment questions for summary and main idea. Created by Cynthia Lonergan

• Yellow Journalism reading and assessment questions for summary and main idea. Created by Cynthia Lonergan

• Analyzing photographs as primary sources. Gilder Lehrman Institute.

Lesson on Analyzing Photographs from Guilded Age


The following set of lessons is created by the GISforHistory. This set of lessons combines primary resources with mapping activities.
Immigration

• Analyzing data: Labor Force Participation by Race. Created by Cynthia Lonergan

These articles are on Immigration from the Historians' Perspective from the Gilder Lehrman Institute of American History.
Issue No. 10, 2006: Nineteenth-Century Technology
Issue No. 7, 2006: Women's Suffrage
Issue No. 16, 2008: //The Jungle// and Progressive Reform
Issue No. 17, 2008: Teddy Roosevelt and the Progressive Era

The following set of lessons is created by the GISforHistory. This set of lessons combines primary resources with mapping activities.
The Great Migration 1870-1970 of African Americans

GRAPH INTERPRETATION: THIS SITE GIVES GRAPHS THAT ARE READY FOR INTERPRETATION.
Women's History Graphs for interpretation

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ADDITIONAL RESOURCES
Practicing Social Studies Skills
Skills Tutor

PM Google.doc on SCATTER PLOT
https://docs.google.com/a/student.pennmanor.net/document/d/1Gcu1y2AQEIROc4HZR24xaMkkLS3K3czr1HqDD6i0NSU/edit?authkey=CP_ateIF#

PM Google.doc on NON-FICTION READING
https://docs.google.com/a/student.pennmanor.net/document/d/1ADWKljuNe9C4kHm3JFXVge0nGSO3g3_qqbRwvBJcWrw/edit?hl=en&authkey=COLznYQB&AuthEventSource=SSO#

Reading Anchor - Main Idea, Summarizing
Using US History non-fiction to find main ideas and summarize
From the following link: http://www.testprepreview.com/modules/readingmainidea.htm
Three readings and one "main idea" question for each FindingmainideaUShistory.doc

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ADOPTED ANCHORS

R11.A.2.3. - inferences, conclusions, generalizations
R11.A.2.3.1 - inferences or conclusions based on info from text
R11.A.2.3.2 Cite evidence from text to support generalizations

Court cases?
Generalize primary sources, infer


R11.B.2.2 - Point of view of the narrator in nonfiction text
R11.B.2.2.1 - Identify, explain, interpret, describe, and/or analyze point of view as first person or third person
R11.B.2.2.2 - Effectiveness of the point of view used by the author

Primary sources - including cartoons

R11.A.2.5 Summarize nonfiction text as a whole
R11.A.2.5.1 Summarize major points, processes, and/or events of a nonfictional text as a whole

Primary sources
Textbook exercises (secondary source)

R11.A.2.6 - Identify, describe, and analyze genre
R11.A.2.6.1 Identify author's intended purpose of text
R11.A.2.6.2 Explain, describe, and/or analyze examples of text that support author's intended purpose

Primary sources - like diaries, journals, etc.